Critical literacy: Context, research, and practice in the K-12 classroom

Critical Literacy: Context, Research, and Practice in the K-12 Classroom

Volumn , Issue , 2007, Pages 1-138

  Patel, Lisa ^a   Bean, Thomas W ^b  

^a BOSTON COLLEGE   (United States)

^b UNIVERSITY OF NEVADA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84949939089     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781452204062     Document Type: Book

References (240)

1. Luke, A., & Freebody, P. (1999). Further notes on the four resources model. Reading Online. Newark, DE: International Reading Association. Retrieved from http://www.readingonline.org/research/lukefreebody.html
2. Alvermann, D. E., Moon, J. S., & Hagood, M. C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association.
3. Van Leeuwen, T. (2005). Introducing social semiotics. London: Routledge.
4. Edmondson, J. (2004). Understanding and applying critical policy analysis: Reading educators advocating for change. Newark, DE: International Reading Association.
5. Stevens, L. P. (2003). Reading First: A critical policy analysis. The Reading Teacher, 56, 662-672.
6. Gee, J. P. (1996). Social linguistics and literacies: Ideology and discourse (2nd ed.). London: Taylor & Francis.
7. Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus & Giroux.
8. Noddings, N. (2005). What have we learned? In N. Noddings (Ed.), Educating citizens for global awareness. New York: Teachers College Press.
9. Alvermann, D. E. (2002). Preface. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. vii-xi). New York: Peter Lang.
10. Kist, W. (2005). New literacies in action: Teaching and learning in multiple media. New York: Teachers College Press.
11. Lankshear, C., & Knobel, M. (2002). Do we have your attention? New literacies, digital technologies, and the education of adolescents. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 19-39). New York: Peter Lang.
12. Alvermann, D. E. (2002). Preface. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. vii-xi). New York: Peter Lang.
13. Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus & Giroux.
14. Kist, W. (2005). New literacies in action: Teaching and learning in multiple media. New York: Teachers College Press.
15. Malloy, R. (2006, April). Itronix Hummer Laptop: The in-your-face status symbol for the ultimate road warrior. Laptop: Mobile solutions for business and life, 31 (2), pp. 146-147.
16. Mazda North American Operations. (2004). '05 Mazda Miata: Zoom-zoom. Irvine, CA: Author.
17. Noddings, N. (2005). What have we learned? In N. Noddings (Ed.), Educating citizens for global awareness. New York: Teachers College Press.
18. Van Leeuwen, T. (2005). Introducing social semiotics. London: Routledge.
19. Fehring, H., & Green, P. (Eds.). (2001). Critical literacy: A collection of articles from the Australian Literacy Educators’ Association. Newark, DE: International Reading Association.
20. Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). New York: Continuum Press.
21. Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of Adolescent & Adult Literacy, 43, 448-461.
22. Luke, A., & Freebody, P. (1999). Further notes on the four resources model. Reading Online [Live chat]. Retrieved from http://www.readingonline.org
23. Alvermann, D. E., Moon, J. S., & Hagood, M. C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association.
24. Bean, T. W., & Moni, K. (2003). Developing students’ critical literacy: Exploring identity construction in young adult fiction. Journal of Adolescent & Adult Literacy, 46, 638-648.
25. Leland, C., Harste, J., Ociepka, A., Lewison, M., & Vasquez, V. (1999). Talking about books. Exploring critical literacy: You can hear a pin drop. Language Arts, 77 (1), 70-77.
26. Stevens, L. P. (2001). South Park and society: Curricular implications of popular culture in the classroom. Journal of Adolescent & Adult Literacy, 44, 548-555.
27. Tobin, J. (2000). "Good guys don’t wear hats": Children’s talk about the media. New York: Teachers College Press.
28. Fairclough, N. (1989). Language and power. New York: Longman.
29. Fairclough, N. (1995). Critical discourse analysis: The critical study of language. New York: Longman.
30. Gee, J. (1999). Discourse analysis. New York: Routledge.
31. Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). London: Edward Arnold.
32. Alvermann, D. E., & Phelps, S. F. (1998). Content reading and literacy: Succeeding in today’s diverse classrooms. Boston: Allyn & Bacon.
33. Alvermann, D. E., Moon, J. S., & Hagood, M. C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association.
34. Bean, T. W. (2001). An update on reading in the content areas. Reading Online. Retrieved from http://www.readingonline.org
35. Burbules, N., & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In T. S. Popkewitz & L. Fendler (Eds.), Critical theories in education: Changing terrains of knowledge and politics. New York: Routledge.
36. Cervetti, G., Damico, J. S., & Pardeles, M. J. (2001). A tale of differences: Comparing the traditions, perspectives, and educational goals of critical reading and critical literacy. Reading Online. Retrieved from http://www.readingonline.org
37. Comber, B. (1993). Classroom expectations in critical literacy. Australian Journal of Language and Literacy, 16 (1), 90-102.
38. Cooney, T., DiSpezio, M. A., Foots, B., Matamoros, A. L., Nyquist, K. B., & Ostlund, K. L. (2000). Scott Foresman science. Glenview, IL: Addison Wesley.
39. Fairclough, N. (1989). Language and power. New York: Longman.
40. Freebody, P., & Luke, A. (1990) Literacies programs: Debates and demands in cultural context: Prospect: Australian Journal of TESOL, 5 (7), 7-16.
41. Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.
42. Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Westport, CT: Bergin & Garvey.
43. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). Bristol, PA: Taylor & Francis.
44. Gilbert, P. (1993). (Sub)versions: Using sexist language practices to explore critical literacy. Australian Journal of Language and Literacy, 16 (4), 75-83.
45. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
46. Lewis, C. (2002). Literary practices as social acts: Power, status, and cultural norms in the classroom. Mahwah, NJ: Lawrence Erlbaum.
47. Lewis, C., & Fabos, B. (2000). But will it work in the heartland? A response and illustration. Journal of Adolescent & Adult Literacy, 43, 462-469.
48. Luke, A., & Freebody, P. (1999). Further notes on the four resources model. Reading Online. Retrieved from http://www.readingonline.org
49. Luke, A., & Luke, C. (2001). Adolescence lost/childhood regained: On early intervention and the emergence of the techno-subject. Journal of Early Childhood Literacy, 1 (1), 91-120. doi: 10.1177/14687984010011005 http://dx.doi.org/10.1177/14687984010011005
50. Michaels, S. (1981). "Sharing time": Children’s narrative styles and differential access to literacy. Language in Society, 10, 423-442. doi: 10.1017/S0047404500008861 http://dx.doi.org/10.1017/S0047404500008861
51. Moje, E. (2000). All the stories we have: Adolescents’ insights about literacy and learning in secondary schools. Newark, DE: International Reading Association.
52. Moore, D. W., Bean, T. W., Birdyshaw, D., & Rycik, J. A. (1999). Adolescent literacy: A position statement. Journal of Adolescent & Adult Literacy, 43, 97-112.
53. Morrell, E., & Duncan-Andrade, J. (2002). Promoting academic literacy with urban youth through engaging hip-hop culture. English Journal, 85, 88-92. doi: 10.2307/821822 http://dx.doi.org/10.2307/821822
54. New London Group. (1999). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66 (1), 60-92.
55. Stevens, L. P. (2001). South Park and society: Instructional and curricular implications of popular culture in the classroom. Journal of Adolescent & Adult Literacy, 44, 548-555.
56. Tobin, J. (2000). The good guys don’t wear hats: Children’s talk about the media. New York: Teachers College Press.
57. Young, J. P. (2000). Boy talk: Critical literacy and masculinities. Reading Research Quarterly, 35 (3), 312-337. doi: 10.1598/RRQ.35.3.1 http://dx.doi.org/10.1598/RRQ.35.3.1
58. Goodman, S. (2003). Teaching youth media: A critical guide to literacy, video production, and social change. New York: Teachers College Press.
59. Kist, W. (2005). New literacies in action: Teaching and learning in multiple media. New York: Teachers College Press.
60. Lankshear, C., & Knobel, M. (2002). Do we have your attention? New literacies, digital technologies, and the education of adolescents. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 19-39). New York: Peter Lang.
61. Lynn, S. (2001). Texts and contexts: Writing about literature with critical theory (3rd ed.). New York: Longman.
62. McNabb, M. L. (2006). Literacy learning in networked classrooms: Using the Internet with middle-level students. Newark, DE: International Reading Association.
63. Cherland, M., & Harper, H. (2007). Advocacy research in literacy education: Seeking higher ground. Mahwah, NJ: Lawrence Erlbaum.
64. Hagood, M. C. (2002). Critical literacy for whom? Reading Research and Instruction, 41, 247-266. doi: 10.1080/19388070209558369 http://dx.doi.org/10.1080/19388070209558369
65. Hagood, M. C., Stevens, L. P., & Reinking, D. (2002). What do THEY have to teach US? Talking’ cross generations. In D. Alvermann (Ed.), Adolescents and literacies in a digital world. New York: Peter Lang.
66. Apple iTunes-Podcasts (http://www.apple.com/podcasting/)
67. Wikipedia: A constantly evolving digital encyclopedia that is free and based on the Hawaiian word wiki wiki for quick (http://en.wikipedia.org/wiki/Podcasting)
68. Alvermann, D. E., Moon, J. S., & Hagood, M. C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association.
69. Bean, T. W., & Moni, K. (2003). Developing students’ critical literacy: Exploring identity construction in young adult fiction. Journal of Adolescent & Adult Literacy, 46, 638-648.
70. Broughton, M. A., & Fairbanks, C. A. (2002). Stances and dances: The negotiation of subjectivities in a reading/language arts classroom. Language Arts, 79, 288-296.
71. Cherland, M., & Harper, H. (2007). Advocacy research in literacy education: Seeking higher ground. Mahwah, NJ: Lawrence Erlbaum.
72. Flake, S. (2001). Money hungry. New York: Hyperion.
73. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). Bristol, PA: Taylor & Francis.
74. Goodman, S. (2003). Teaching youth media: A critical guide to literacy, video production, and social change. New York: Teachers College Press.
75. Hagood, M. C. (2002). Critical literacy for whom? Reading Research and Instruction, 41, 247-266. doi: 10.1080/19388070209558369 http://dx.doi.org/10.1080/19388070209558369
76. Hagood, M. C., Stevens, L. P., & Reinking, D. (2002). What do THEY have to teach US? Talking’ cross generations. In D. Alvermann (Ed.), Adolescents and literacies in a digital world. New York: Peter Lang.
77. Harper, H. J., & Bean, T. W. (2006). Fallen angels: Finding adolescents and adolescent literacies in a renewed project of democratic citizenship. In D. E. Alvermann, K. A. Hinchman, D. W. Moore, S. F. Phelps, & D. R. Waff (Eds.), Reconceptualizing the literacies in adolescents’ lives (2nd ed., pp. 147-160). Mahwah, NJ: Lawrence Erlbaum.
78. Harre, R., Lagenhove, L. V., & Berman, L. (1999). Positioning theory: Moral contexts of intentional action. Oxford, UK: Blackwell.
79. Kist, W. (2005). New literacies in action: Teaching and learning in multiple media. New York: Teachers College Press.
80. Knobel, M., & Healy, A. (Eds.). (1998). Critical literacies in the primary classroom. Rozelle, New South Wales, Australia: Primary English Teaching Association.
81. Langhorne, R. (2001). The coming of globalization: Its evolution and contemporary consequences. London: Palgrave. doi: 10.1057/9780333985564 http://dx.doi.org/10.1057/9780333985564
82. Lankshear, C., & Knobel, M. (2002). Do we have your attention? New literacies, digital technologies and the education of adolescents. In D. Alvermann (Ed.), Adolescents and literacies in a digital world. New York: Peter Lang.
83. Lewis, C. (2001). Literacy practices as social acts: Power, status, and cultural norms in the classroom. Mahwah, NJ: Lawrence Erlbaum.
84. Luke, A., & Elkins, J. (1998). Adolescent literacy for New Times. Journal of Adolescent & Adult Literacy, 48, 525-530.
85. Lynn, S. (2001). Texts and contexts: Writing about literature with critical theory (3rd ed.). New York: Longman.
86. McCarthey, S. J. (2002). Student identities and literacy learning. Newark, DE: International Reading Association.
87. McCarthey, S. J., & Moje, E. B. (2002). Identity matters. Reading Research Quarterly, 37, 228-238. doi: 10.1598/RRQ.37.2.6 http://dx.doi.org/10.1598/RRQ.37.2.6
88. McNabb, M. L. (2006). Literacy learning in networked classrooms: Using the Internet with middle-level students. Newark, DE: International Reading Association.
89. Moje, E. B., Dillon, D. R., & O’Brien, D. (2000). Reexamining roles of learners, text, and context in secondary literacy. Journal of Educational Research, 93, 165-180. doi: 10.1080/00220670009598705 http://dx.doi.org/10.1080/00220670009598705
90. Moje, E. B., & Van Helden, C. (2004). Doing popular culture: Troubling discourses about youth. In J. A. Vadeboncoeur & L. P. Stevens (Eds.), Reconstructing "the adolescent": Sign, symbol and body. New York: Peter Lang.
91. Naidoo, B. (2000). The other side of truth. New York: HarperCollins.
92. Readence, J. E., Bean, T. W., & Baldwin, R. S. (2004). Content area literacy: An integrated approach (8th ed.). Dubuque, IA: Kendall/Hunt.
93. Stevens, L. P. (2001). South Park and society: Curricular implications of popular culture in the classroom. Journal of Adolescent & Adult Literacy, 44, 548-555.
94. Stevens, L. P., & Bean, T. W. (2003). Adolescent literacy. In L. Gambrell, L. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 187-200). New York: Guilford.
95. Bean, T. W., & Harper, H. J. (2004). Teacher education and adolescent identity. In T. Jetton & J. Dole (Eds.), Adolescent literacy research and practice (pp. 392-411). New York: Guilford.
96. Bean, T. W., & Harper, H. J. (2006). Exploring notions of freedom in young adult literature. Journal of Adolescent & Adult Literacy, 50 (2), 96-104.
97. Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3, 205-217. doi: 10.1080/14623940220142343 http://dx.doi.org/10.1080/14623940220142343
98. Britzman, D. (2003). Practice makes practice: A critical study of learning to teach (2nd ed.). Albany: State University of New York Press.
99. Edmondson, J. (2001). Taking a broader look: Reading literacy education. The Reading Teacher, 54, 620-629.
100. Edmondson, J. (2004). Understanding and applying critical policy study: Reading educators advocating for change. Newark, DE: International Reading Association.
101. Florio-Ruane, S. (2001). Teacher education and the cultural imagination. Mahwah, NJ: Lawrence Erlbaum.
102. Harper, H. J., & Bean, T. W. (2006). Fallen angels: Finding adolescents and adolescent literacies in a renewed project of democratic citizenship. In D. E. Alvermann, K. A. Hinchman, D. W. Moore, S. F. Phelps, & D. R. Waff (Eds.), Reconceptualizing the literacies in adolescents’ lives (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
103. Shannon, P., & Edmondson, J. (Eds.). (2005). Reading education policy. Newark, DE: International Reading Association.
104. Strydom, P. (2002). Risk, environment and society. Buckingham, UK: Open University Press.
105. Young, T. A., & Hadaway, N. L. (2006). Supporting the literacy development of English language learners: Increasing success in all classrooms. Newark, DE: International Reading Association.
106. International Reading Association. (2003). Standards for reading professionals. Newark, DE: Author.
107. International Reading Association & National Middle School Association. (2001). Supporting young adolescents’ literacy learning. Newark, DE: International Reading Association.
108. Moore, D. W., Bean, T. W., Birdyshaw, D., & Rycik, J. A. (1999). Adolescent literacy: A position statement. Journal of Adolescent & Adult Literacy, 43, 97-112. Also available at http://www.reading.org/resources/issues/positions_adolescent.html
109. National Council of Teachers of English. (1996). Standards for the English language arts. Newark, DE: International Reading Association.
110. National Research Council. (2002). National science education standards. Washington, DC: National Academy Press.
111. Alvermann, D. E., & Hagood, M. C. (2000). Fandom and critical media literacy. Journal of Adolescent & Adult Literacy, 43, 436-446.
112. Alvermann, D. E., Moon, J. S., & Hagood, M. C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association.
113. Dartnell, M. (2006). Insurgency online: Web activism and global conflict. Toronto, ON, Canada: University of Toronto Press.
114. Kress, G. (2003). Literacy in the new media age. New York: Routledge. doi: 10.4324/9780203164754 http://dx.doi.org/10.4324/9780203164754
115. Luke, C. (2002). Re-crafting media and ICT literacies. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 132-146). New York: Peter Lang.
116. O’Brien, D. (2003, March). Juxtaposing traditional and intermedial literacies to redefine the competence of struggling adolescents. Reading Online. Retrieved from http://www.readingonline.org/newliteracies/obrien2
117. O’Gorman, M. (2006). E-crit: Digital media, critical theory, and the humanities. Toronto, ON, Canada: University of Toronto Press.
118. Stevens, L. P. (2001). South Park and society: Instructional and curricular implications of popular culture in the classroom. Journal of Adolescent & Adult Literacy, 44, 548-555.
119. Williams, B. T. (2003). What they see is what we get: Television and middle school writers. Journal of Adolescent & Adult Literacy, 46, 546-554.
120. Xu, S. H., Perkins, R. S., & Zunich, L. O. (2005). Trading cards to comic strips: Popular culture texts and literacy learning in grades K-8. Newark, DE: International Reading Association.
121. Alvermann, D. E., Moon, J. S., & Hagood, M. C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association.
122. Amrein, A. L., & Berliner, D. C. (2003). The effects of high-stakes testing on student motivation and learning. Educational Leadership, 60, 32-38.
123. Baldwin, R. S., Readence, J. E., & Bean, T. W. (2004). Targeted reading: Improving achievement in middle and secondary grades. Dubuque, IA: Kendall/Hunt.
124. Barker, C., & Galasinski, D. (2001). Cultural studies and discourse analysis: A dialogue on language and identity. Thousand Oaks, CA: Sage. doi: 10.4135/9781446219249 http://dx.doi.org/10.4135/9781446219249
125. Bean, T. W., & Harper, H. J. (2004). Teacher education and adolescent identity. In T. Jetton & J. Dole (Eds.), Adolescent literacy research and practice (pp. 392-411). New York: Guilford.
126. Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3, 205-217. doi: 10.1080/14623940220142343 http://dx.doi.org/10.1080/14623940220142343
127. Besley, T. (2002). The architecture of government in the twenty-first century. In R. N. Cooper & R. Layard (Eds.), What the future holds: Insights from social science (pp. 209-231). Cambridge: Massachusetts Institute of Technology Press.
128. Britzman, D. (2003). Practice makes practice: A critical study of learning to teach (2nd ed.). Albany: State University of New York Press.
129. Cooper, R. N., & Layard, R. (Eds.). (2002). What the future holds: Insights from social science. Cambridge: MIT Press.
130. Cunningham, P. M., & Cunningham, J. W. (2002). What we know about how to teach phonics. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 87-109). Newark, DE: International Reading Association.
131. Darling-Hammond, L. (1998). Education for democracy. In W. Ayers & J. L. Miller (Eds.), A light in dark times: Maxine Greene and the unfinished conversation (pp. 97-107). New York: Teachers College Press.
132. Dartnell, M. Y. (2006). Insurgency online: Web activism and global conflict. Toronto, ON, Canada: University of Toronto Press.
133. De Certeau, M. (1984). The practice of everyday life. Berkeley: University of California Press.
134. Edmondson, J. (2002). Asking different questions: Critical analyses and reading research. Reading Research Quarterly, 37, 113-119. doi: 10.1598/RRQ.37.1.5 http://dx.doi.org/10.1598/RRQ.37.1.5
135. Edmondson, J. (2004). Reading policies: Ideologies and strategies for political engagement. The Reading Teacher, 57, 418-429.
136. Fairclough, N. (1989). Language and power. New York: Longman.
137. Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32, 16-25. doi: 10.3102/0013189X032003016 http://dx.doi.org/10.3102/0013189X032003016
138. Florio-Ruane, S. (2001). Teacher education and the cultural imagination. Mahwah, NJ: Lawrence Erlbaum.
139. Foucault, M. (1972). The archaeology of knowledge. New York: Pantheon.
140. Friedman, T. L. (2005). The world is flat. New York: Farrar, Straus, and Giroux.
141. Giroux, H. (1996). Towards a postmodern pedagogy. In L. Cahoone (Ed.), From modernism to postmodernism: An anthology (pp. 687-697). Oxford, UK: Blackwell.
142. Giroux, H. A. (2001). Theory and resistance in education. London: Bergin & Garvey.
143. Harper, H. J., & Bean, T. W. (2006). Fallen angels: Finding adolescents and adolescent literacies in a renewed project of democratic citizenship. In D. E. Alvermann, K. A. Hinchman, D. W. Moore, S. F. Phelps, & D. R. Waff (Eds.), Reconceptualizing the literacies in adolescents’ lives (2nd ed., pp. 147-160). Mahwah, NJ: Lawrence Erlbaum.
144. Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31, 3-15. doi: 10.3102/0013189X031005003 http://dx.doi.org/10.3102/0013189X031005003
145. Johnson, S. M., & Kardos, S. M. (2002). Keeping new teachers in mind. Educational Leadership, 59 (6), 12-16.
146. Kress, G. (2003). Literacy in the new media age. New York: Routledge. doi: 10.4324/9780203164754 http://dx.doi.org/10.4324/9780203164754
147. Lesko, N. (2001). Act your age!: A cultural construction of adolescence. New York: Routledge Falmer.
148. Lewis, C., & Fabos, B. (2005). Instant messaging, literacies, and social identities. Reading Research Quarterly, 40 (4), 470-501. doi: 10.1598/RRQ.40.4.5 http://dx.doi.org/10.1598/RRQ.40.4.5
149. Luke, C. (2002). Re-crafting media and ICT literacies. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 132-146). New York: Peter Lang.
150. McCarthey, S. J. (2002). Students’ identities and literacy learning. Newark, DE: International Reading Association.
151. McClaren, P. (2000). Che Guevara, Paulo Friere, and the pedagogy of revolution. New York: Rowman & Littlefield.
152. National Research Council. (2002). National science education standards. Washington, DC: National Academy Press.
153. O’Gorman, M. (2006). E-crit: Digital media, critical theory, and the humanities. Toronto, ON, Canada: University of Toronto Press.
154. Rogers, R. (2002). Between contexts: A critical discourse analysis of family literacy, discursive practices, and literate subjectivities. Reading Research Quarterly, 37, 248-277. doi: 10.1598/RRQ.37.3.1 http://dx.doi.org/10.1598/RRQ.37.3.1
155. Roskos, K., Vukelich, C., & Risko, V. (2001). Reflection and learning to teach reading: A critical review of literacy and general teacher education studies. Journal of Literacy Research, 33, 595-635. doi: 10.1080/10862960109548127 http://dx.doi.org/10.1080/10862960109548127
156. Shannon, P., & Edmondson, J. (2005). Reading education policy. Newark, DE: International Reading Association.
157. Strydom, P. (2002). Risk, environment and society. Buckingham, UK: Open University Press.
158. Sturtevant, E. G., Boyd, F. B., Brozo, W. G., Hinchman, K. A., Moore, D. W., & Alvermann, D. E. (2006). Principled practices for adolescent literacy: A framework for instruction and policy. Mahwah, NJ: Lawrence Erlbaum.
159. Van den Berg, R. (2002). Teachers’ meanings regarding educational practice. Review of Educational Research, 72, 577-625. doi: 10.3102/00346543072004577 http://dx.doi.org/10.3102/00346543072004577
160. Van Leeuwen, T. (2005). Introducing social semiotics. London: Routledge.
161. Xu, S. H., Perkins, R. S., & Zunich, L. O. (2005). Trading cards to comic strips: Popular culture texts and literacy learning in grades K-8. Newark, DE: International Reading Association.
162. Comber, B., & Simpson, A. (Eds.). (2001). Negotiating critical literacies in classrooms. Mahwah, NJ: Lawrence Erlbaum.
163. Davies, D. (1994). Shards of glass: Children reading and writing beyond gendered identities. Cresskill, NJ: Hampton Press.
164. Freire, P. (1970). Pedagogy of the oppressed. New York: Herder & Herder.
165. Gale, T., & Densmore, K. (2000). Just schooling: Explorations in the cultural politics of teaching. Buckingham, UK: Open University Press.
166. Gutmann, A. (1987). Democratic education. Princeton, NJ: Princeton University Press.
167. Gutmann, A., & Thompson, D. (2001). Why deliberative democracy? Princeton, NJ: Princeton University Press.
168. Morgan, W. (1997). Critical literacy in the classroom: The art of the possible. London: Routledge.
169. Muspratt, S., Luke, A., & Freebody, P. (Eds.). (1997). Constructing critical literacies: Teaching and learning textual practices. Cresskill, NJ: Hampton Press.
170. Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. New York: Teachers College Press.
171. Glass, R. D. (2001). On Paulo Freire’s philosophy of praxis and the foundations of liberation education. Educational Researcher, 30 (2), 15-25. doi: 10.3102/0013189X030002015 http://dx.doi.org/10.3102/0013189X030002015
172. Harper, H. J., & Bean, T. W. (2006). Fallen angels: Finding adolescents and adolescent literacy(ies) in a renewed project of democratic citizenship. In D. E. Alvermann, K. A. Hinchman, D. W. Moore, S. F. Phelps, & D. R. Waff (Eds.), Reconceptualizing the literacies in adolescents’ lives (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
173. Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. New York: Teachers College Press.
174. Alvermann, D. E., Moon, J. S., & Hagood, M. C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association.
175. Alvermann, D. E., & Hagood, M. C. (2000). Critical media literacy: Research, theory, and practice in New Times. Journal of Educational Research, 3, 193-205. doi: 10.1080/00220670009598707 http://dx.doi.org/10.1080/00220670009598707
176. Alvermann, D. E., & Hagood, M. (2000). Fandom and critical media literacy. Journal of Adolescent & Adult Literacy, 43, 436-446.
177. Emmerich, T., Brener, R., Lyons, J., McLeod, E., Moore, D., Myers, M., et al. (Producers) and Roach, J. (Director). (2002). Austin Powers: Goldmember [Motion picture]. United States: New Line Cinema.
178. Langley, D., De Luca, M., Stoff, E., Lyons, J., McLeod, E., Myers, M., et al. (Producers) & Roach, J. (Director). (1999). Austin Powers: The Spy Who Shagged Me [Motion picture]. United States: New Line Cinema.
179. McLeod, E., Moore, D., Myers, M., Polstein, C., Todd, J., & Todd, S. (Producers) & Roach, J. (Director). (1997). Austin Powers, International Man of Mystery [Motion picture]. United States: New Line Cinema.
180. Parker, T., & Stone, M. (Creators). (1997). South Park [Television series]. New York: Comedy Central.
181. Bloome, D., & Egan-Robertson, A. (1993). The social construction of intertextuality in classroom reading and writing lessons. Reading Research Quarterly, 28, 304-334. doi: 10.2307/747928 http://dx.doi.org/10.2307/747928
182. Buckingham, D., & Sefton-Green, J. (1994). Cultural studies goes to school: Reading and teaching popular media. London: Taylor & Francis.
183. Comber, B., & Simpson, A. (Eds.). (2001). Negotiating critical literacies in classrooms. Mahwah, NJ: Lawrence Erlbaum.
184. Van Leeuwen, T. (2005). Introducing social semiotics. London: Routledge.
185. Vasquez, V. (2004). Negotiating critical literacy with young children. Mahwah, NJ: Lawrence Erlbaum.
186. Halliday, M. A. K., & Hassan, R. (1989). Language, context, text: Aspects of language in a social-semiotic perspective. Oxford, UK: Oxford University Press.
187. Comber, B., & Simpson, A. (Eds.). (2001). Negotiating critical literacies in classrooms. Mahwah, NJ: Lawrence Erlbaum.
188. Egan-Robertson, A., & Bloome, D. (Eds.). (1999). Children as researchers of culture and language in their own communities. Cresskill, NJ: Hampton Press.
189. Morgan, W. (1997). Critical literacy in the classroom: The art of the possible. London: Routledge.
190. Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus & Giroux.
191. Macrorie, K. (1988). The I-search paper: Revised edition of searching writing. New York: Boynton.
192. Schlosser, E. (2000). Fast food nation. Boston: Houghton Mifflin.
193. Spurlock, M. (2005). Supersize me. (DVD). Hart Sharp Video.
194. Spurlock, M. (2005). Don’t eat this book: Fast food and the supersizing of America. New York: Putnam.
195. Edmondson, J. (2004). Understanding and applying critical policy analysis: Reading educators advocating for change. Newark, DE: International Reading Association.
196. Stevens, L. P. (2003). Reading First: A critical policy analysis. The Reading Teacher, 56, 662-672.
197. Ball, S. (1990). Politics and policymaking in education. New York: Routledge.
198. Davis, B., Sumara, D., & Luce-Kapler, R. (2000). Engaging minds: Learning and teaching in a complex world. Mahwah, NJ: Lawrence Erlbaum.
199. Edmondson, J. (2004). Understanding and applying critical policy study: Reading educators advocating for change. Newark, DE: International Reading Association.
200. Eichelberger, J. (2002, February 21). Reading programs. Speech presented at the Secretary’s Reading Leadership Academy, Washington, DC.
201. Ephraim, R. (2002, February 21). Untitled. Speech presented at the Secretary’s Reading Leadership Academy, Washington, DC.
202. Eskey, D. (1988). Holding in the bottom: An alternative approach to the language problems of second language readers. In P. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading. Cambridge, UK: Cambridge University Press.
203. Fairclough, N. (1989). Language and power. New York: Longman.
204. Fairclough, N. (1992). Critical discourse analysis. London: Longman.
205. Foucault, M. (1979). Discipline and punish: The birth of the prison. Harmondsworth, UK: Penguin.
206. Foucault, M. (2000). Power (J. D. Faubion, Ed., R. Hurley, Trans.). New York: The New Press.
207. Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: Australian Journal of TESOL, 5 (7), 7-16.
208. Gee, J. P. (1996). Social linguistics and literacies (2nd ed.). New York: Routledge.
209. Gee, J. P. (1999). An introduction to discourse analysis, theory, and method. London: Routledge.
210. Gutierrez, K. (2002). Studying cultural practices in urban learning communities. Human development, 45 (4), 312-321. doi: 10.1159/000064995 http://dx.doi.org/10.1159/000064995
211. Hunter, P. C. (2002, February 22). Accountability. Speech presented at the Secretary’s Reading Leadership Academy, Washington, DC.
212. Johnson, S. (2002, February 21). Untitled speech presented at the Secretary’s Reading Leadership Academy, Washington, DC.
213. Kame’enui, E. J. (2002, February 20). Effective instruction. Speech and paper presented at the Secretary’s Reading Leadership Academy, Washington, DC.
214. Lankshear, C., & Knobel, M. (2002). Do we have your attention? Attention economies and multiliteracies. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world. New York: Peter Lang.
215. Lingard, B., Henry, M., Rizvi, F., & Taylor, S. (1997). Educational policy and the politics of change. London: Routledge.
216. Luke, A. (1997). The material effects of the word: Apologies, stolen children and public speech. Discourse, 23 (3), 151-180.
217. Luke, A. (2002). What happens to literacies old and new when they’re turned into policy. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world. New York: Peter Lang.
218. Luke, A., & Elkins, J. (2000). Editorial: Special themed issue: Remediating adolescent literacies. Journal of Adolescent & Adult Literacy, 43, 396-398.
219. Mahmoud, E. (2002, February 21). Untitled. Speech presented at the Secretary’s Reading Leadership Academy, Washington, DC.
220. Marcuse, H. (1964). One-dimensional man. Boston: Beacon.
221. Moats, L. (2002, February 22). Professional development. Speech presented at the Secretary’s Reading Leadership Academy, Washington, DC.
222. Neuman, S. B. (2002, February 20). Untitled. Speech presented at the Secretary’s Reading Leadership Academy, Washington, DC.
223. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66 (1), 60-92.
224. Reading First Initiative. (2002). Retrieved from http://www.ed.gov/policy/elsec/leg/esea02/pg4.html#sec1201
225. Robinson, J. (2002, February 21). Reading programs. Speech presented at the Secretary’s Reading Leadership Academy, Washington, DC.
226. State of Queensland. (2001). Literate futures: Report of literacy review for Queensland schools. Brisbane, Australia: Author.
227. Stevens, L. P. (2003). Reading First: A critical policy analysis. The Reading Teacher, 56, 662-672.
228. Stone, D. (1997). Policy paradox: The art of political decision making. New York: W. W. Norton.
229. Whelchel, B. (2002, September 21). Untitled. Speech presented at the Secretary’s Reading Leadership Academy, Washington, DC.
230. Bakhtin, M. (1981). The dialogic imagination: Four essays (C. Emerson & M. Holquist, Trans.). Austin: University of Texas.
231. Britzman, D. (2003). Practice makes practice: A critical study of learning to teach (2nd ed.). Albany: State University of New York Press.
232. Cunningham, P., & Hall, D. (1996). The four blocks: A framework for reading and writing. Clemmons, NC: Windward.
233. Davis, B., Sumara, D., & Luce-Kapler, R. (2000). Engaging minds: Learning and teaching in a complex world. Mahwah, NJ: Lawrence Erlbaum.
234. De Certeau, M. (1986). Heterologies: Discourses on the other. Minneapolis: University of Minnesota Press.
235. Delpit, L. (1995). Other people’s children. New York: New York Press.
236. Foucault, M. (1979). Discipline and punish: The birth of the prison. Harmondsworth, UK: Penguin.
237. Leander, K. M. (2001). This is our freedom bus going right now: Producing and hybridizing space-time contexts in pedagogical discourse. Journal of Literacy Research, 33, 637-680. doi: 10.1080/10862960109548128 http://dx.doi.org/10.1080/10862960109548128
238. Harper, H. J., & Bean, T. W. (2006). Fallen angels: Finding adolescents and adolescent literacy in a renewed project of democratic citizenship. In D. E. Alvermann, K. A. Hinchman, D. W. Moore, S. F. Phelps, & D. R. Waff (Eds.), Reconceptualizing the literacies in adolescents’ lives (2nd ed., pp. 147-160). Mahwah, NJ: Lawrence Erlbaum.
239. Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. New York: Teachers College Press.
240. Van Leeuwen, T. (2005). Introducing social semiotics. London: Routledge.